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The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas)

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Title: The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas)
Language: English
Authors: Arboleda Arboleda, Argemiro, Castro Garcés, Ángela Yicely
Source: PROFILE: Issues in Teachers' Professional Development. Oct 2012 14(2):45-62.
Availability: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Peer Reviewed: Y
Page Count: 18
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Pronunciation, Language Teachers, Second Language Instruction, Teaching Methods, Learning Processes, Questionnaires, Student Attitudes, Teacher Attitudes, Teacher Background, Teacher Qualifications, Foreign Students, Bilingualism, College Faculty, College Students, Foreign Countries
Geographic Terms: Colombia
ISSN: 1657-0790
Abstract: This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning.
Abstractor: As Provided
Number of References: 13
Entry Date: 2015
Accession Number: EJ1051535
Database: ERIC
FullText Text:
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  Data: The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas)
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  Data: <searchLink fieldCode="AR" term="%22Arboleda+Arboleda%2C+Argemiro%22">Arboleda Arboleda, Argemiro</searchLink><br /><searchLink fieldCode="AR" term="%22Castro+Garcés%2C+Ángela+Yicely%22">Castro Garcés, Ángela Yicely</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22PROFILE%3A+Issues+in+Teachers'+Professional+Development%22"><i>PROFILE: Issues in Teachers' Professional Development</i></searchLink>. Oct 2012 14(2):45-62.
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  Data: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning.
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  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1051535
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 45
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Background
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Colombia
        Type: general
    Titles:
      – TitleFull: The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas)
        Type: main
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          Name:
            NameFull: Arboleda Arboleda, Argemiro
      – PersonEntity:
          Name:
            NameFull: Castro Garcés, Ángela Yicely
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          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2012
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              Value: 1657-0790
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              Value: 14
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              Value: 2
          Titles:
            – TitleFull: PROFILE: Issues in Teachers' Professional Development
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